中职课堂“齿轮传动”协作学习模式构建与实证研究  

Construction and Empirical Research on the“Gear Transmission”Collaborative Learning Model in Secondary Vocational Classrooms

作　　者：李浩君[1] 赖琪琪 姚露霞 陈伟 Li Haojun;Lai Qiqi;Yao Luxia;Chen Wei(Zhejiang University of Technology,Hangzhou 310023;Fourth Vocational and Technical School of Yuyao City)

机构地区：[1]浙江工业大学职业技术教育学院,杭州310023 [2]余姚市第四职业技术学校

出　　处：《职业技术教育》2025年第2期35-39,共5页Vocational and Technical Education

基　　金：2020年国家自然科学基金面上项目“基于大规模在线学习资源的个性化课程内容重构技术研究及应用”(62077043),主持人:李浩君;2024年浙江省教育信息化研究课题“AIGC支持下生成性教学策略的设计与实证研究”(2024ETD50),主持人:陈伟。

摘　　要：针对中职课堂协作学习普遍存在低效与浅层化现象,依托群体动力理论框架,聚焦驱动力、凝聚力及耗散力三大核心要素,构建了以宏观脚本为内核、多元学习空间为支撑的齿轮传动协作学习模式。该模式涵盖三层次理论模型与五阶段课堂活动,旨在通过精细化设计促进学习深度的拓展。采用准实验法对该模式进行验证,结果显示,实验组学生在学习成绩、学习动机及协作技能方面均有显著提升。为更好地发挥该模式作用,未来,在宏观脚本层面需要组织科学协作活动,注入驱动力;在学习空间层面,需要构建多元混合环境,提升凝聚力;在目标导向层面,需要确定共同发展目标,破解耗散力。Addressing the prevalent issues of low efficiency and superficiality in collaborative learning in secondary vocational classrooms,this study,grounded in the framework of group dynamics theory,focuses on three core elements:driving force,cohesive force and dissipative force.It constructs a gear transmission collaborative learning model with a macro-script as its core and diverse learning spaces as its support.This model encompasses a three-tier theoretical model and five-stage classroom activities,aiming to facilitate the expansion of learning depth through refined design.A quasi-experimental method was adopted to validate this model,and the results showed significant improvements in academic performance,learning motivation,and collaboration skills among students in the experimental group.To better leverage the effectiveness of this model,future efforts should organize scientific collaboration activities at the macro-script level to inject driving force;construct diverse and hybrid learning environments at the learning space level to enhance cohesive force;and establish common development goals at the goal-oriented level to overcome dissipative force.

关 键 词：中职课堂 协作学习 协作脚本 群体动力 齿轮传动 

分 类 号：G712[文化科学—职业技术教育学]